Sponsor

Date of Award

Document Type

Degree Name

Department

Social Science

Physical Description

1 online resource (vi, 103 leaves)

Subjects

Maps, History -- Study and teaching (Secondary), Geography

DOI

10.15760/etd.695

Abstract

The purpose of the thesis was to examine the extent to which geography is integrated into history courses. This was done through analyses of the maps in eighth and tenth grade history books. Every map in each book was tabulated according to its purpose, characteristics, and cartographic techniques. The statistics which were gathered from these tabulations were then used as a basis for percentages of the maps devoted to various purposes. In addition to this, twenty-five maps were analyzed in detail, with an examination not only of the map, but of the accompanying text, and the method in which the map was integrated into the written portion of the book. Through these analyses, it was discovered that maps are very poorly utilized in these textbooks. Many maps were used which were not in an appropriate scale for the subject they were to portray. Also, it was common to see a map which appeared to be useful for illustrating one idea, applied in an entirely different manner. Often maps were not incorporated with the text, or located in appropriate sections of the books. Most books had some maps which were excellent, and used advantageously; these same books also misused maps. There was a great deal of inconsistency in the quality of maps, and how they were used. The conclusion drawn is a recommendation that more studies be done in this field, in an endeavor to further analyze the problem as it exists new, so that it can be corrected.